Back on Track: Exploring How a Further Education College Re-Motivates Learners to Re-Sit Previously Failed Qualifications at GCSE

Autor/inn/en	Anderson, Nadia; Peart, Sheine
Titel	Back on Track: Exploring How a Further Education College Re-Motivates Learners to Re-Sit Previously Failed Qualifications at GCSE
Quelle	In: Research in Post-Compulsory Education, 21 (2016) 3, S.196-213 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1196978
Schlagwörter	Adult Education; Learning Motivation; Underachievement; Secondary School Students; Exit Examinations; Focus Groups; Motivation Techniques; Student Motivation; Teacher Student Relationship; Classroom Techniques; Discipline; Academic Support Services; Class Size; Achievement Need; Foreign Countries; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Motivation for studies; Lernmotivation; Performance deficiency; Leistungsschwäche; Sekundarschüler; Final examination; Abschlussprüfung; Motivationsförderung; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Disziplin; Klassengröße; Ausland; Großbritannien
Abstract	Underachievement at GCSE level has significant effects on an individual's life chances. Each year, around half of 16-year-olds leave school without having achieved a full level-2 qualification (five GCSEs at A*-C including English and maths). Many of these students enrol on a programme of study at local further education (FE) colleges. Recent Coalition government reforms, including raising the participation age and compulsory English and Maths study up to aged 19, have reaffirmed FE as an agent to improve students' life chances and act as a catalyst to reduce youth unemployment. Further education colleges provide a "second chance" for learners who have failed at school. This research shows that students who have previously attended low-performing schools, arrive with low motivation, low levels of self-efficacy and a negative perception of education. Focus-group discussions with GCSE re-sit students studying at an FE college, followed by individual interviews, revealed that school experience of unprofessional teacher-pupil relationships, a lack of discipline, inconsistently applied sanctions, a lack of academic support and prevalent low-level disruption all contributed to demotivating the students. The data revealed that students' experience at college was significantly different when compared to secondary school. Professional and supportive relationships with teachers, classroom management strategies leading to learner ownership and autonomy, consistently applied behaviour management practices and visible senior leadership enabled learners to re-engage in education at FE and successfully re-sit their GCSE examinations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01